TABLE OF CONTENTS - Fisher Scientificstatic.fishersci.com/cmsassets/downloads/segment/ScienceEducation/... · TABLE OF CONTENTS Introduction ... Step 1: Attach the rubber band to

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TABLE OF CONTENTSIntroduction ................................................................................................................................4Standard Alignments ...............................................................................................................16Lessons:

Lesson 1 SPLASH DOWN RESCUE ...................................................................................20 Model: K’NEX Rocket Launcher Main Concepts: Projectile Motion, Newton’s First Law of Motion

Engineering Design Process & Systems Algebra, Measurement, Data Analysis & Probability

Lesson 2 NEWTON’S DRAGSTER .....................................................................................34 Model: K’NEX Rubber Band Powered Dragster Main Concepts: Newton’s Second Law of Motion

Engineering Design Process Measurement, Data Collection, & Probability

Lesson 3 GOIN’ FLAT OUT ................................................................................................49 Model: K’NEX Balloon Racers Main Concepts: Newton’s Third Law of Motion

Using the Engineering Design Process Measurement, Data Collection & Probability

Lesson 4 DESCENDING TO MARS ...................................................................................63 Model: K’NEX Parachutists Main Concepts: Gravity, Air Friction (Atmospheric Drag)

Engineering Design Process Geometry & Measurement

Lesson 5 MY FLYING MACHINE .......................................................................................78 Model: K’NEX Airplane Models Main Concepts: Bernoulli’s Principle, Forces of Flight & Motion of an Aircraft

Transportation Systems Data Collection

Lesson 6 GOING FOR A SPIN ............................................................................................91 Model: K’NEX Centrifuge Model Main Concepts: Centripetal Forces

Systems & Engineering Design Process Data Analysis, Probability & Measurement

Lesson 7 VISUAL DISORIENTATION STATION ..............................................................105 Model: K’NEX Spinning Stroboscope Main Concepts: Motion Aftereffect & Color Illusions

Mechanical Systems Measurement

Lesson 8 FLIPPING OUT ..................................................................................................117

Main Concepts: Vision, Persistence of Vision & Retinal Retention Engineering Design & Construction

Measurement

Lesson 9 SPINNING YARNS ............................................................................................131 Model: K’NEX Phenakistoscope Main Concepts: Stroboscopic Effect & Visual Perception

Engineering Design Measurement & Scale

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Process

Engagement 1. Review Newton’s three Laws of Motion with the students using their textbooks or other available

resources.

2. Introduce and demonstrate Newton’s Second Law of Motion using the K’NEX Rubber Band Powered Dragster.

Exploration 1. Students will develop an understanding of Newton’s Second Law of Motion through research and

experiments using the K’NEX Rubber Band Powered Dragster model.

a. Students will complete the Understanding Newton’s Second Law of Motion Student Response Sheet to demonstrate an understanding of the information and vocabulary presented in the Engagement section of this lesson and their own research.

b. Students will construct the K’NEX Rubber Band Powered Dragster using the building instructions provided. They will use the model to explore the impact of various design changes on the performance of their vehicle and report their findings on the Vehicle Performance Evaluation Student Response Sheet. This activity will require that each team be given fresh sets of previously un-stretched rubber bands for experimentation.

c. Have the students discuss their findings as a group prior to leading a class discussion of the findings. Encourage students to use the vocabulary they have learned during this lesson during the class discussion.

TEACHER’S NOTES:

the Vehicle Performance Evaluation Student Response Sheets (i.e., number of rubber bands and changes in mass). Some students may suggest other changes they feel will improve performance; however they should be instructed to only make those changes outlined on the Vehicle Performance Evaluations Student Response Sheet.

breakage.

of the hazards of over-winding the rubber bands.

2. Students will complete a Newton’s Dragster Challenge Design Brief. Discuss the Design Brief and the criteria for the challenge with students.

a. Introduce the Student Response Sheet entitled Newton’s Dragster Challenge Design Brief. Review the Design Brief in detail with the students.

b. Introduce the Design Process Guide to students. Explain that they will use the Design Process Guide to direct their activities while working on the Newton’s Dragster Challenge.

c. Students will demonstrate their understanding of the Newton’s Dragster Challenge by completing the first page of the Design Process Guide. Review each team’s responses to ensure they clearly understand the challenge and the criteria before allowing the team to continue.

d. Have students complete a Daily Research and Design Log sheet

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TEACHER’S NOTES:

stay in place (i.e., line the holder with paper or foil). Students can also choose to use either one or two rubber bands for the challenge. If students find that the wheels on their K’NEX Dragster spin at the start line, encourage them to find ways to increase the traction of the tires. For example, students may stretch small rubber bands around the tread on the rear tires.

charts and graphs.

ExplanationHave students complete the appropriate Student Response Sheets, data charts, graphs, and the steps outlined on the Design Process Guide as an explanation of their findings.

Student ReflectionStudents will self-evaluate their challenge solutions based on the criteria provided in the rubric for this activity. Additionally, students will complete a Teamwork and Self-Assessment Form to assess their individual and team’s efforts on the challenge activities.

TEACHER’S NOTES:

a self-evaluation of their work. The rubric score and your evaluation will make up a portion of the assessment data for this lesson.

before they fill them out.

EvaluationYou may use some or all of the following to evaluate student’s performance:

Extensions1. Instruct students to research how Newton’s Second Law of Motion applies to ejection seats, ejection seat

simulators and other crash safety systems such as airbags.

2. Have students apply what they have learned to modify the K’NEX Rubber Band Powered Dragster to operate without a rubber band, to create a Gravity Racer, similar in nature to pine box derby racers. This will require that you create a ramp in the classroom.

Encourage students to design of their vehicles to achieve two or more of the following:

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Understanding Newton’s Second Law of Motion

Acceleration -

Newtons -

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Conduct a simple experiment with your K’NEX Rubber Band Powered Dragster.

Step 1: Attach the rubber band to the rear axle of your racer and turn the axle two full rotations.

Place your racer on the floor and measure the distance that the vehicle travels. Record the distance.

Add a 100g mass to the mass holder on the vehicle, and repeat the previous two steps.

Step 4: Which vehicle traveled the greatest distance?

In the space provided below, describe how Newton’s second law relates to the results you found.

Distance traveled with no added mass. ___________meters

Distance traveled with 100g of added mass. ___________meters

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Vehicle Performance EvaluationsDirections: Test your K’NEX Rubber Band Powered Dragster as you alter the independent variables (number of rubber bands, axle rotations, and mass) as directed. DO NOT wind your vehicle’s rubber band in excess of the specified rotations as breakage and unsafe conditions can occur.

For each of the four activities below you will collect and record the following data in the charts provided:

Once you have this information, calculate the velocity (final) and acceleration of the vehicle using the formulas below.

Velocity Final (m/sec) = Distance (m)

Time (sec)

Acceleration:

Acceleration (m/sec/sec) = Velocity Final (m/s) - Velocity Initial (m/s)

Time Final (sec) - Time Initial (sec)

Given that the car is not moving at the start line, the Initial Velocity and the Initial Time are both zero (0). By placing two zeros in the formula above for those values, the formula is simplified to:

Acceleration (m/sec/sec) = Velocity Final (m/s)

Time Final (sec)

and then place your dragster at the starting line.

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# of Rotations Distance (m)

(Seconds)

Acceleration

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Add a 100g mass to your K’NEX Dragster and repeat the previous activity. Remember to replace your rubber band. Record your results below.


(Seconds)

Acceleration

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4


(Seconds)

Acceleration

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4

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Add a 100g mass to your dragster and repeat the activity. Remember to replace your rubber bands.


(Seconds)

Acceleration

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Using the data collected during the activities and the formula below, calculate the force being exerted by the rear axle to power your dragster. Remember to convert your mass measurements to kilograms before completing your computations.

(N) on the Y-axis.

dragster and blue for the trials with added mass.)

the dragster with added mass.

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Compare the red and blue curves on the graph; describe how the force changed when the mass of the vehicle was increased.

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Use green points and lines for the empty dragster data and black points and lines for the dragster with added mass to make your graph.

Review the red, blue, green and black lines on your graphs. Explain any patterns, similarities and/or differences you observe based on your understanding of Newton’s Second Law of Motion?

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Can you predict your dragster’s acceleration if you to increase or decrease the mass of your dragster by

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Newton’s Dragster Challenge

Design Brief

Your team has been hired as the pit crew for famous drag racer Ike Newton. He and his sponsors would like your team to fine-tune his dragster. The dragster must be fast on the track and have the ability to stop before it leaves the drag strip.

while still being able to stop before traveling another 3 meters and leaving the drag strip. (Simulate the end of the drag strip with a masking tape line.)

either one or two rubber bands for power. You may only use materials provided by your teacher for this challenge.

trials at race time.

(an additional 3 meters) will be declared the winner.

This activity will include the following phases:

– Understanding Newton’s Second Law of Motion

– Construction of the K’NEX Rubber Band Powered Dragster model

– Vehicle Performance Evaluations Newton’s Dragster Challenge Design Brief Introduction By Your Teacher

(Follow the steps on the Design Process Guide to direct your team through the remainder of the challenge.)

– Understanding the Problem

– Design Process Guide Student Response Sheet

– Brainstorming & Ideation

– Explore Possibilities and Develop a Plan

– Pro and Con Chart

– Implement Your Plan

– Testing and Refining the Plan

– Taking the Challenge

– Reflection/Evaluation

– Newton’s Dragster Assessment Rubric

– Teamwork and Self Assessment Student Response Sheet

Note: Complete a Daily Research and Design Log each day during this challenge.

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Design Process GuideUnderstanding the ProblemTo demonstrate your understanding of the challenge, complete the following.

Restate the challenge, in your own words.

Criteria: Describe what your vehicle must accomplish and any specific performance levels that it needs to meet, in your own words.

Constraints: Describe the limitations you have been given for this challenge.

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Brainstorming and IdeationBrainstorm possible solutions to the challenge. List your individual ideas and show rough sketches in the box below and in more detail on your Daily Research and Design Log.

Ideas and Sketches

Develop an experiment that will allow you to test your solution. The experiment should enable your team to verify that any changes you have made to the dragster will allow it to travel four meters the fastest and stop before it leaves the drag strip

Exploring Possibilities and Developing a PlanFill out the Pro and Con Chart provided by your teacher. Describe each of the team members’ ideas and list advantages and disadvantages of their devices or techniques and their experimental plans. This information should be used to develop your team’s final plan.

Once evaluation of team members’ ideas is complete, develop one final plan. This plan can be based on one team member’s idea or a combination of elements from each of the ideas your team members offered. Put a detailed explanation of the final plan in your Design Journal along with detailed, labeled, scale drawings of the solution. Include the plan for your team’s experiment and details of how your team will collect, organize and report experimental data.

Implement Your PlanWith your teacher’s approval, put your team’s plan into action.

Testing and Refining the DesignWhen the vehicle is ready, begin testing its performance and collecting data. Use masking tape to place a start line, a finish line and a line to represent the end of the drag strip on the floor.

As you experiment, continue to refine your model to improve it’s performance.

Keep testing and experimenting as long as time allows. Record each of the refinements you make and the results of testing.

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Taking the Challenge!The time has come! You and your team will now complete a series of tests to see how well you did refining the operation of your vehicle. While some vehicles may outperform others, ultimately if you followed the design process you will all be winners!

The Fastest DragsterDragsters will be evaluated based on their times to the finish line. After all dragsters have been timed, scores will be assigned as follows: Each team may race their dragster twice and keep the results of their best race.

– Fastest 1/3 of the K’NEX Dragsters

– Second fastest 1/3 of the K’NEX Dragsters

– Slowest 1/3 of the K’NEX Dragsters

– Disqualified vehicles (Did not reach the finish line.)

Safe StopsDragsters will be evaluated on their ability to stop before leaving the drag strip.

- Left the drag strip

The Winner – Fastest dragster that stays on the drag strip.

– Second fastest dragster that stays on the drag strip.

– Third fastest dragster that stays on the drag strip.

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Complete the Newton’s Dragster Assessment Rubric to provide your teacher with your impression of how you did with this lesson.

Newton’s Dragster Assessment Rubric

Circle the scores that best represent your work.

Excellent Good Acceptable

Learning

Student Response Sheets and Design Journals completed in their entirety with no spelling or grammar errors. All answers on student response sheets are accurate.

Student Response Sheets and Daily Journals completed in their entirety with a few (2-4) spelling and grammar errors. Most answers on student response sheets are accurate.

Student Response Sheets and Daily Journals completed in their entirely with many

grammar errors. Fewer answers on student response sheets are accurate.

4

Construction

Your Dragster is very neatly constructed with crisp edges and meets the materials criteria listed in the design brief.

Your Dragster is neatly constructed and meets the materials criteria listed in the design brief.

4

Your Dragster is not neatly constructed, but does meet the materials criteria listed in the design brief.

3

You worked well with your teammates and interacted well with others. You demonstrated excellent reliability and initiative when working on this challenge.

3

You worked well with your teammates and interacted well with others. You were reliable and demonstrated initiative when working on this challenge.

2

You usually worked well with your teammates and others. You were generally reliable and usually demonstrated initiative when working on this challenge.

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Challenge Results

Circle Results for each:

Fastest Top Dragster (3) Super Stock (2) Stock (1)

Safe Stop Stopped in time (3) Crashed (1)

Winner Fist Place (3) Second Place (2) Third Place (1)

Teacher Comments: _________________________________________________________________________________

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NSES Content Standards Alignments

National Science Education Standards (Grades 5 - 8)Students will develop an understanding of:

UNifyiNG CoNCEptS ANd proCESSES

• Systems, order, and organization

• Evidence, models, and explanation

• Measurement

• Form and function

SCiENCE AS iNqUiry

• Abilities necessary to do scientific inquiry

• Understanding about scientific inquiry

pHySiCAL SCiENCE

• Motions and Forces

• Transfer of Energy

SCiENCE ANd tECHNoLoGy

• Abilities of technological design

• Understanding about science and technology

HiStory ANd NAtUrE of SCiENCE

• Understanding of science as a human endeavor

• Understanding the Nature of Science

Reprinted with permission from 1996 National Science Education Standards by the National Academy of Sciences, Courtesy of the National Academies Press, Washington, D.C.

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Standards for Technological Literacy: Content for the Study of Technology

Standards for Technological Literacy: Content for the Study of Technology (Grades 5-9)Students will develop an understanding of:

The Characteristics and Scope of Technology

•Newproductsandsystemscanbedevelopedtosolveproblemsortohelpdothingsthat couldnotbedonewithoutthehelpoftechnology.

•Technologyiscloselylinkedtocreativitywhichhasresultedininnovation.

•Inventionsandinnovationsaretheresultsofspecific,goaldirectedresearch. (Grade 9 -12 Standard)

The Core Concepts of Technology

•Systemsthinkinginvolvesconsideringhoweverypartrelatestoothers.

•Technologicalsystemscanbeconnectedtooneanother.

•Requirementsaretheparametersplacedonthedevelopmentofaproductorsystem.

•Differenttechnologiesinvolvedifferentsetsofprocesses.

•Requirementsinvolvetheidentificationofthecriteriaandconstraintsofaproductorsystemandthedeterminationofhowtheyaffectthefinaldesignanddevelopment.

Relationships Among Technologies and the Connections Between Technology and Other Fields of Study

•Knowledgegainedfromotherfieldsofstudyhasadirecteffectonthedevelopmentoftechnologicalproductsandsystems.

The Cultural, Social, Economic, and Political Effects of Technology

•Makingdecisionsabouttheuseoftechnologyinvolvesweighingthetrade-offsbetweenthepositiveandnegativeeffects.

The Attributes of Design

•Designisacreativeplanningprocessthatleadstousefulproductsandsystems.

•Thereisnoperfectdesign.

•Requirementsfordesignaremadeupofcriteriaandconstraints.

Engineering Design

•Designinvolvesasetofsteps,whichcanbeperformedindifferentsequencesandrepeated asneeded.

•Brainstormingisagroupproblem-solvingdesignprocessinwhicheachpersoninthegrouppresentshisorherideasinanopenforum.

•Modeling,testing,evaluating,andmodifyingareusedtotransformideasintopracticalsolutions.

•Engineeringdesignisinfluencedbypersonalcharacteristics,suchascreativity,resourcefulness,andtheabilitytovisualizeandthinkabstractly.(Grade9-12Standard)

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The Abilities to Apply the Design Process

•Applyadesignprocesstosolveproblemsinandbeyondthelaboratory-classroom.

•Specifycriteriaandconstraintsforthedesign.

•Maketwo-dimensionalandthree-dimensionalrepresentationsofthedesignedsolution.

•Testandevaluatethedesigninrelationtopre-establishedrequirements,suchascriteriaandconstraints,andrefineasneeded.

•Makeaproductorsystemanddocumentthesolution.

•Developandproduceaproductorsystemusingadesignprocess.(Grade9-12Standard)

•Usecomputersandcalculatorsinvariousapplications.

•Interpretandevaluatetheaccuracyoftheinformationobtainedanddetermineifitisuseful.

Selection and Use of Energy and Power Technologies

•Energyisthecapacitytodowork.

•Energycanbeusedtodowork,usingmanyprocesses.

•Powersystemsareusedtodriveandprovidepropulsiontoothertechnologicalproducts andsystems.

Selection and Use of Transportation Technologies

•Transportationvehiclesaremadeupofsubsystems,suchasstructuralpropulsion,suspension,guidance,control,andsupportthatmustfunctiontogetherforasystemtoworkeffectively.

Used with permission of the ITEEA (www.iteea.org)

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NCTM Standards Alignments

National Council of Teachers of Mathematics Education Standards and Expectations for Grades 5 - 8

NUMBER AND OPERATIONS

• Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

• Understand meanings of operations and how they relate to one another.

• Compute fluently and make reasonable estimates.

ALGEBRA

• Understand patterns, relations, and functions.

• Represent and analyze mathematical situations and structures using algebraic symbols.

• Use mathematical models to represent and understand quantitative relationships.

• Analyze change in various contexts.

GEOMETRY

• Use visualization, spatial reasoning, and geometric modeling to solve problems.

MEASUREMENT

• Understand measurable attributes of objects and the units, systems, and processes of measurement.

• Apply appropriate techniques.

DATA ANALYSIS AND PROBABILITY

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

• Select and use appropriate statistical methods to analyze data.

• Develop and evaluate inferences and predictions that are based on data.

• Understand and apply basic concepts of probability.

PROCESS

• Communication

• Connections

• Representation

Standards are reprinted with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). All rights reserved. NCTM does not endorse the content or validity of these alignments.

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Common Core Standards Alignments

Common Core State Standards for Mathematics in Grades 5 - 9

MATHEMATICAL PRACTICES - ASSOCIATED WITH MATHEMATICS AT ALL GRADE LEVELS

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

GRADE 5

Operations and Algebraic Thinking

• Write and interpret numerical expressions.

• Analyze patterns and relationships.

Number and Operations in Base Ten

• Perform operations with multi-digit whole numbers and with decimals to hundredths.

Measurement and Data

• Convert like measurement units within a given measurement system.

• Represent and interpret data.

Geometry

• Graph points on the coordinate plane to solve real-world and mathematical problems.

MATHEMATICS GRADE 6

In Grade 6, instructional time should focus on four critical areas:

• Connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems.

• Writing, interpreting, and using expressions and equations.

• Developing understanding of statistical thinking.

GRADE 6

Ratios and Proportional Relationships

• Understand ratio concepts and use ratio reasoning to solve problems.

The Number System

• Compute fluently with multi-digit numbers and find common factors and multiples.

Expressions and Equations

• Apply and extend previous understandings of arithmetic to algebraic expressions.

• Reason about and solve one-variable equations

• Represent and analyze quantitative relationships between dependent and independent variables.

Statistics and Probability

• Develop understanding of statistical variability.

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MATHEMATICS GRADE 7

In Grade 7, instructional time should focus on four critical areas:

• Developing understanding of and applying proportional relationships

• Developing understanding of operations with rational numbers and working with expressions and linear equations

• Drawing inferences about populations based on samples.

GRADE 7

Ratios and Proportional Relationships

• Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System

• Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.


• Use properties of operations to generate equivalent expressions.

• Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

MATHEMATICS GRADE 8

In Grade 8, instructional time should focus on three critical areas:

• Grasping the concept of a function and using functions to describe quantitative relationships.

GRADE 8


• Analyze and solve linear equations.

Functions

• Define, evaluate, and compare functions.

• Use functions to model relationships between quantities.

Statistics and Probability

• Investigate patterns of association in bivariate data.

Common Core State Standards for Mathematics in High School

NUMBER AND QUANTITY

The Real Number System

• Use properties of rational and irrational numbers.

Quantities

• Reason quantitatively and use units solve problems.

The Complex Number System

• Perform arithmetic operations with complex numbers.

ALGEBRA

Seeing Structure in Expressions

• Write expressions in equivalent forms to solve problems.

Creating Equations

• Create equations that describe numbers or relationships.

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Reasoning with Equations and Inequalities

• Understand solving equations as a process of reasoning and explain the reasoning.

• Solve equations and inequalities in one variable.

• Solve systems of equations.

• Represent and solve equations graphically.

FUNCTIONS

Linear, Quadratic, and Exponential Models

• Interpret expressions for functions in terms of the situation they model.

MODELING

• Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand the better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.

• A model can be very simple, such as writing total cost as a product unit price and number bought, or using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for our purposes. Other situations- modeling a delivery route, a production schedule, or a comparison of loan amortizations- need more elaborate models that use other tools from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models, representing such models, and analyzing them is appropriately a creative process.

STATISTICS AND PROBABILITY

Interpreting Categorical and Quantitative Data

• Summarize, represent, and interpret data on a single count or measurement variable.

• Interpret linear models.

Making Inferences and Justifying Conclusions

• Make inferences and justify conclusions from sample surveys, experiments and observational studies.

Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers; Title: Common Core State Standards (insert specific content area if you are using only one); Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.; Copyright Date: 2010

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Documents

TABLE OF CONTENTS - Fisher Scientificstatic.fishersci.com/cmsassets/downloads/segment/ScienceEducation/... · TABLE OF CONTENTS Introduction ... Step 1: Attach the rubber band to